010false100true score desc 2gaptrue5mapcontentxmltrue50object_type_i,object_type_i_lookup,coverage_period_mt,geographic_area_mt,geographic_coordinates_mt,author_role_mt,contributor_role_mt,org_id_mt,org_role_mt,supervisor_mt,supervisor_id_mi,supervisor_id_mi_lookup,fields_of_research_mi,fields_of_research_mi_lookup,display_type_i,display_type_i_lookup,seo_code_mi,seo_code_mi_lookup,copyright_i,license_i,license_i_lookup,oa_compliance_t,oa_notes_t,grant_id_t,funding_body_t,description_of_resource_t,software_required_t,project_description_t,keywords_mt,project_name_t,project_id_t,isdatasetof_mt,isdatasetof_mt_lookup,notes_t,date_dt,xsd_display_option_mi,xsd_display_option_mi_lookup,file_downloads_i,created_date_dt,updated_date_dt,research_program_mt,title_t,depositor_i,isderivationof_mt,assigned_user_id_mt,assigned_group_id_mi,assigned_group_id_mi_lookup,isdatacomponentof_mt,isannotationof_mt,author_id_mi,author_id_mi_lookup,alternative_title_mt,pid_t,publisher_t,author_mt,contributor_mt,contributor_id_mi,contributor_id_mi_lookup,refereed_i,series_t,journal_name_t,newspaper_t,conference_name_t,book_title_t,identifier_mt,edition_t,subject_mi,subject_mi_lookup,place_of_publication_t,start_page_t,end_page_t,chapter_number_t,issue_number_t,volume_number_t,conference_dates_t,conference_location_t,patent_number_t,country_of_issue_t,description_t,date_available_dt,language_mt,phonetic_title_t,language_of_title_mt,translated_title_t,phonetic_journal_name_t,translated_journal_name_t,phonetic_book_title_t,translated_book_title_t,phonetic_newspaper_t,file_attachment_name_mt,translated_newspaper_t,phonetic_conference_name_t,translated_conference_name_t,issn_mt,isbn_mt,isi_loc_t,prn_t,output_availability_t,na_explanation_t,sensitivity_explanation_t,file_attachment_content_mt,org_unit_name_t,org_name_t,report_number_t,sequence_i,genre_t,genre_type_t,formatted_title_t,formatted_abstract_t,parent_publication_t,convener_t,ismemberof_mt,ismemberof_mt_lookup,link_mt,link_description_mt,rights_t,views_i,scopus_id_t,thomson_citation_count_i,gs_citation_count_i,gs_cited_by_link_t,scopus_citation_count_i,status_i,status_i_lookup,first_author_in_document_derived_t,first_author_in_fez_derived_t,ands_collection_type_t,start_date_dt,end_date_dt,access_conditions_t,extent_t,contact_details_email_mt,contact_details_physical_mt,loc_subject_heading_mt,depositor_affiliation_i,surrounding_features_mt,condition_mt,style_mt,period_mt,category_mt,subcategory_mt,structural_systems_mt,adt_id_t,subtype_t,language_of_parent_title_t,proceedings_title_t,file_description_mt,herdc_code_i,herdc_code_i_lookup,herdc_status_i,herdc_status_i_lookup,institutional_status_i,institutional_status_i_lookup,herdc_notes_t,follow_up_flags_i,follow_up_flags_i_lookup,follow_up_flags_imu_i,follow_up_flags_imu_i_lookup,scopus_doc_type_t,scopus_doc_type_t_lookup,wok_doc_type_t,wok_doc_type_t_lookup,conference_id_i,total_chapters_t,publisher_id_i,translated_proceedings_title_t,native_script_title_t,roman_script_title_t,native_script_book_title_t,roman_script_book_title_t,native_script_journal_name_t,roman_script_journal_name_t,native_script_conference_name_t,roman_script_conference_name_t,total_pages_t,native_script_proceedings_title_t,roman_script_proceedings_title_t,language_of_book_title_mt,language_of_journal_name_mt,language_of_proceedings_title_mt,doi_t,author_count_t,collection_year_dt,location_mt,building_materials_mt,architectural_features_mt,interior_features_mt,sherpa_colour_t,ain_detail_t,rj_2010_rank_t,rj_2010_title_t,rj_2012_rank_t,rj_2012_title_t,rc_2010_rank_t,rc_2010_title_t,herdc_code_description_t,score,citation_t1true60 (personal learning environment AND status_i:(2)) 6display_type_idisplay_type_i_lookup_exactkeywords_mftdate_year_tauthor_id_miauthor_id_mi_lookup_exactauthor_mftjournal_name_t_ftsubject_misubject_mi_lookup_exactgenre_type_t_ftismemberof_mftismemberof_mt_lookup_exactsubtype_t_ftscopus_doc_type_t_ftscopus_doc_type_t_lookup_exact(_authlister_t:(1)) AND (status_i:(2)) 34232016-09-01T00:00:00Z6432017-04-28T21:21:23Z2017-04-28T21:21:23ZPLE: entorno personal de aprendizaje VS. Entorno de aprendizaje personalizadobibliuned:revistaREOP-2016-27-3-5010En este trabajo se presentan los resultados de un estudio empírico donde se analizan entornos de aprendizaje como Entornos de Aprendizaje Personalizado (PLE). El objetivo ha sido reformular el concepto de PLE a partir de la visión original que psicopeda05132<a class="citation_author_name" title="Navegar por nombre de Autor de Torres-Gordillo, Juan Jesús" href="/fez/list/author/Torres-Gordillo, Juan Jesús/">Torres-Gordillo, Juan Jesús</a> y <a class="citation_author_name" title="Navegar por nombre de Autor de Herrero-Vázquez, Eduardo Alejandro" href="/fez/list/author/Herrero-Vázquez, Eduardo Alejandro/">Herrero-Vázquez, Eduardo Alejandro</a> . (<span class="citation_date">2016</span>) <a class="citation_title" title="Click para ver : PLE: entorno personal de aprendizaje VS. Entorno de aprendizaje personalizado" href="/fez/view/bibliuned:revistaREOP-2016-27-3-5010">PLE: entorno personal de aprendizaje VS. Entorno de aprendizaje personalizado</a>. RecordArtículo de revistaPublishedEducaciónTorres-Gordillo, Juan JesúsHerrero-Vázquez, Eduardo AlejandroRevista Española de Orientación y Psicopedagogía (REOP)bibliuned:revistaREOP-2016-27-3-5010http://e-spacio.uned.es/fez/view/bibliuned:revistaREOP-2016-27-3-50102642327spaPLE: personal learning environment VS. Personalized learning environmentPLE_entorno_personal.pdfpresmd_PLE_entorno_personal.xml1139-7853, EISSN: 1989-7448bibliuned:revistaREOP-2016-27-3bibliuned:Setarticulobibliuned:SetopenaireRevista Española de Orientación y Psicopedagogía. Año 2016, vol. 27, n.3Set de artículoSet de openairehttp://creativecommons.org/licenses/by-nc-nd/4.0Licencia Creative CommonsTorres-GordilloAcceso abierto10.5944/reop.vol.27.num.3.2016.187981.020607434232012-06-01T00:00:00Z15002013-01-22T20:04:12Z2015-10-29T03:25:42ZEntornos personales de aprendizaje en el Espacio Europeo de Educación Superior = (Personal learning environments in the European Higher Education)bibliuned:revistaRied-2012-15-2-3270En la actualidad existen multitud de plataformas de formación, muchas de las cuales no siempre responden a las necesidades de una institución de formación a distancia. El objetivo de esta ponencia es analizar aquellos aspectos importantes a evaluar a l05822<a class="citation_author_name" title="Navegar por nombre de Autor de Tello Díaz-Maroto, Inmaculada" href="/fez/list/author/Tello Díaz-Maroto, Inmaculada/">Tello Díaz-Maroto, Inmaculada</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Miguel Barcala, Lourdes de" href="/fez/list/author/Miguel Barcala, Lourdes de/">Miguel Barcala, Lourdes de</a> y <a class="citation_author_name" title="Navegar por nombre de Autor de López Carrillo, María Dolores" href="/fez/list/author/López Carrillo, María Dolores/">López Carrillo, María Dolores</a> . (<span class="citation_date">2012</span>) <a class="citation_title" title="Click para ver : Entornos personales de aprendizaje en el Espacio Europeo de Educación Superior = (Personal learning environments in the European Higher Education)" href="/fez/view/bibliuned:revistaRied-2012-15-2-3270">Entornos personales de aprendizaje en el Espacio Europeo de Educación Superior = (Personal learning environments in the European Higher Education)</a>. RecordArtículo de revistaPublishedEducaciónAIESADTello Díaz-Maroto, InmaculadaMiguel Barcala, Lourdes deLópez Carrillo, María Doloreshttp://e-spacio.uned.es/fez/view/bibliuned:revistaRied-2012-15-2-3270bibliuned:revistaRied-2012-15-2-3270spaDocumento.pdfbibliuned:revistaRied-2012-15-2bibliuned:Setopenairebibliuned:SetarticuloRIED: revista iberoamericana de educación a distancia. Año 2012, vol. 15, n.2Set de openaireSet de artículohttp://creativecommons.org/licenses/by-nc-nd/4.0Licencia Creative CommonsTello Díaz-MarotoAcceso abierto10.5944/ried.2.15.6020.8786546634232018-08-09T00:00:00Z82024-01-13T07:29:31Z2024-01-13T07:30:33ZVocabulary learning strategies outside the classroom context: what adults learn in a technology-based learner-centred environmentbibliuned:DptoFEXyL-FFIL-Articulos-Rchacon-0006In the last few years Massive Online Open Courses (MOOCs) have attracted attention as an outstanding innovation in the field of Foreign Language Teaching and Learning. This article reports on a large-scale study carried out with 736 Spanish course participants who joined a beginners’ English MOOC where they were expected to learn the meaning of the 1,000 most common words in English and start to read short texts. Course participants were not traditional learners in a classroom context but came from an array of different academic and personal backgrounds, while sharing a common interest in getting started with English. During the 8-week course, participants were specifically trained in a number of vocabulary learning strategies through video demonstrations, explicit instruction and task completion. When the course finished, participants were given an online questionnaire to check: (a) what strategies they found more useful and why, and (b) what strategies they thought they were likely to continue using in the future. This data was correlated with performance as pre- and post-tests were used to assess course participants’ attainment on the course. Participants also reported both using new strategies during the MOOC and a strong intention to continue doing so afterwards.0412<a class="citation_author_name" title="Navegar por nombre de Autor de Chacón Beltrán, Rubén" href="/fez/list/author/Chacón Beltrán, Rubén/">Chacón Beltrán, Rubén</a> . (<span class="citation_date">2018</span>) <a class="citation_title" title="Click para ver : Vocabulary learning strategies outside the classroom context: what adults learn in a technology-based learner-centred environment" href="/fez/view/bibliuned:DptoFEXyL-FFIL-Articulos-Rchacon-0006">Vocabulary learning strategies outside the classroom context: what adults learn in a technology-based learner-centred environment</a>. RecordArtículo de revistaPublishedFilologíaEste es el manuscrito aceptado del artículo publicado por Taylor & Francis en "The Language Learning Journal, 46(5), 583-593", disponible en línea: https://doi.org/10.1080/09571736.2018.1503135Taylor & FrancisChacón Beltrán, RubénThe Language Learning Journalbibliuned:DptoFEXyL-FFIL-Articulos-Rchacon-0006http://e-spacio.uned.es/fez/view/bibliuned:DptoFEXyL-FFIL-Articulos-Rchacon-0006583593546engChacon_Beltran_Ruben_Vocabulary_learning_.docxpresmd_Chacon_Beltran_Ruben_Vocabulary_learning_.xml0957-1736; e-ISSN: 1753-2167bibliuned:DptoFEXyL-FFIL-Articulosbibliuned:Setarticulobibliuned:SetopenaireDepartamento de Filologías Extranjeras y sus Lingüísticas (UNED). ArtículosSet de artículoSet de openairehttp://creativecommons.org/licenses/by-nc-nd/4.0Licencia Creative CommonsChacón BeltránAcceso abiertohttps://doi.org/10.1080/09571736.2018.15031350.8717477334232022-06-30T00:00:00Z72024-02-13T09:35:56Z2024-02-13T09:35:56ZThe student as a prosumer of educational audio-visual resources: a higher education hybrid learning experiencebibliuned:DptoOE-FECO-Articulos-Jnavio-0014The rise of the student as prosumer (producer–consumer) of educational content is a novel development that has hitherto been the subject of very little research, especially in relation to the generation of digital contents and materials for online and hybrid education in particular. This article analyses whether there are patterns of behaviour and different perceptions associated with different groups of students in their role as producers and/or users in the field of active learning in hybrid university education systems. To this end, the research has been conducted with a group of engineering students at one of the largest blended learning universities in Europe. The results indicate higher levels of involvement in, and appreciation of, the experience in content producers compared with mere content consumers, but the students’ environment and personal attitudes (such as their availability and degree of professional dedication) in relation to this type of education, the profile of which is often quite distinct from that of traditional learning, may differentiate their interest and appreciation of these activities, which are more creative and probably more demanding.0322<a class="citation_author_name" title="Navegar por nombre de Autor de Navío Marco, Julio" href="/fez/list/author/Navío Marco, Julio/">Navío Marco, Julio</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Ruiz Gómez, Luis Manuel" href="/fez/list/author/Ruiz Gómez, Luis Manuel/">Ruiz Gómez, Luis Manuel</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Arguedas Sanz, Raquel" href="/fez/list/author/Arguedas Sanz, Raquel/">Arguedas Sanz, Raquel</a> y <a class="citation_author_name" title="Navegar por nombre de Autor de López Martín, Carmen" href="/fez/list/author/López Martín, Carmen/">López Martín, Carmen</a> . (<span class="citation_date">2022</span>) <a class="citation_title" title="Click para ver : The student as a prosumer of educational audio-visual resources: a higher education hybrid learning experience" href="/fez/view/bibliuned:DptoOE-FECO-Articulos-Jnavio-0014">The student as a prosumer of educational audio-visual resources: a higher education hybrid learning experience</a>. RecordArtículo de revistaPublishedEconomíaEducaciónEste es el manuscrito aceptado del artículo publicado por Taylor & Francis en "Interactive Learning Environments", disponible en línea: https://doi.org/10.1080/10494820.2022.2091604Taylor & FrancisNavío Marco, JulioRuiz Gómez, Luis ManuelArguedas Sanz, RaquelLópez Martín, Carmen1Interactive Learning Environmentsbibliuned:DptoOE-FECO-Articulos-Jnavio-0014http://e-spacio.uned.es/fez/view/bibliuned:DptoOE-FECO-Articulos-Jnavio-0014engNavio-Marco_Julio_Student_as_prosumer.pdfpresmd_Navio-Marco_Julio_Student_as_prosumer.xml1049-4820; eISSN 1744-5191bibliuned:DptoOE-FECO-Articulosbibliuned:Setarticulobibliuned:SetopenaireDepartamento de Organización de Empresas (UNED). ArtículosSet de artículoSet de openairehttp://creativecommons.org/licenses/by-nc-nd/4.0Licencia Creative CommonsNavío MarcoAcceso abiertohttps://doi.org/10.1080/10494820.2022.20916040.789627434232022-06-09T00:00:00Z232024-01-12T06:56:39Z2024-01-12T06:56:39ZThe student as a prosumer of educational audio–visual resources: a higher education hybrid learning experiencebibliuned:DptoEEC-FCEE-Articulos-Rarguedas-0020Full Article Figures & data References Citations Metrics Reprints & Permissions Read this article ABSTRACT The rise of the student as prosumer (producer–consumer) of educational content is a novel development that has hitherto been the subject of very little research, especially in relation to the generation of digital contents and materials for online and hybrid education in particular. This article analyses whether there are patterns of behaviour and different perceptions associated with different groups of students in their role as producers and/or users in the field of active learning in hybrid university education systems. To this end, the research has been conducted with a group of engineering students at one of the largest blended learning universities in Europe. The results indicate higher levels of involvement in, and appreciation of, the experience in content producers compared with mere content consumers, but the students’ environment and personal attitudes (such as their availability and degree of professional dedication) in relation to this type of education, the profile of which is often quite distinct from that of traditional learning, may differentiate their interest and appreciation of these activities, which are more creative and probably more demanding.0572<a class="citation_author_name" title="Navegar por nombre de Autor de Navío Marco, Julio" href="/fez/list/author/Navío Marco, Julio/">Navío Marco, Julio</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Ruiz-Gómez, Luis L." href="/fez/list/author/Ruiz-Gómez, Luis L./">Ruiz-Gómez, Luis L.</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Arguedas-Sanz, Raquel" href="/fez/list/author/Arguedas-Sanz, Raquel/">Arguedas-Sanz, Raquel</a> y <a class="citation_author_name" title="Navegar por nombre de Autor de López-Martín, Carmen" href="/fez/list/author/López-Martín, Carmen/">López-Martín, Carmen</a> . (<span class="citation_date">2022</span>) <a class="citation_title" title="Click para ver : The student as a prosumer of educational audio–visual resources: a higher education hybrid learning experience" href="/fez/view/bibliuned:DptoEEC-FCEE-Articulos-Rarguedas-0020">The student as a prosumer of educational audio–visual resources: a higher education hybrid learning experience</a>. RecordArtículo de revistaPublishedEconomíaLa versión registrada de este artículo, publicado por primera vez en Interactive Learning Environments, está disponible en línea en el sitio web del editor: Taylor & Francis, https://doi.org/10.1080/10494820.2022.2091604Taylor & FrancisNavío Marco, JulioRuiz-Gómez, Luis L.Arguedas-Sanz, RaquelLópez-Martín, CarmenInteractive Learning Environmentsbibliuned:DptoEEC-FCEE-Articulos-Rarguedas-0020http://e-spacio.uned.es/fez/view/bibliuned:DptoEEC-FCEE-Articulos-Rarguedas-00201-18Navio-Marco_Julio_Student_as_prosumer.pdfpresmd_Navio-Marco_Julio_Student_as_prosumer.xml1744-5191bibliuned:DptoEEC-FCEE-Articulosbibliuned:Setarticulobibliuned:SetopenaireDepartamento de Economía de la Empresa y Contabilidad (UNED). ArtículosSet de artículoSet de openairehttps://creativecommons.org/licenses/by-nc-nd/4.0/deed.esLicencia Creative CommonsNavío MarcoAcceso abierto10.1080/10494820.2022.20916040.789627433132019-01-01T00:00:00Z1972020-06-01T23:04:23Z2020-06-02T19:14:57ZCuestionarios interactivos Q&A. Un recurso tecnológico alternativo para dinamizar el aprendizaje personalizado en el contexto universitariobibliuned:IUED-actas-jornadas-cong-X-0001Uno de los inconvenientes del sistema educativo estándar es que todos los estudiantes no aprenden al mismo ritmo ni tampoco de la misma forma. El concepto de aprendizaje personalizado (PLE; Personal Learning Environment) no es nuevo. Estos nuevos modelos0ponencia congreso4772<a class="citation_author_name" title="Navegar por nombre de Autor de Artal Sevil, Jesús Sergio" href="/fez/list/author/Artal Sevil, Jesús Sergio/">Artal Sevil, Jesús Sergio</a>(<span class="citation_date">2019</span>) .<a class="citation_title" title="Click para ver : Cuestionarios interactivos Q&amp;A. Un recurso tecnológico alternativo para dinamizar el aprendizaje personalizado en el contexto universitario" href="/fez/view/bibliuned:IUED-actas-jornadas-cong-X-0001">Cuestionarios interactivos Q&A. Un recurso tecnológico alternativo para dinamizar el aprendizaje personalizado en el contexto universitario</a>. <b></b>.En: <span class="citation_conference_location">UNED (Madrid)</span>. ()RecordPonencia de CongresoPublishedEducaciónUniversidad Nacional de Educación a Distancia (España). Instituto Universitario de Educación a Distancia (IUED)Artal Sevil, Jesús Sergiobibliuned:IUED-actas-jornadas-cong-X-0001http://e-spacio.uned.es/fez/view/bibliuned:IUED-actas-jornadas-cong-X-0001UNED (Madrid)spaArtal_Sevil_Jesus_Sergio_Gamificacion.pdfpresmd_Artal_Sevil_Jesus_Sergio_Gamificacion.xmlbibliuned:IUED_actas-jornadas-congbibliuned:SetPonenciasbibliuned:SetopenaireIUED. Actas de Jornadas, CongresosSet de ponenciasSet de openairehttps://creativecommons.org/licenses/by-nc-nd/4.0Licencia Creative CommonsArtal SevilAcceso abierto0.6259519534232022-01-01T00:00:00Z52024-01-31T12:03:43Z2024-02-20T07:50:26ZSocial exclusion and the digital dividebibliuned:DptoMIDEI-FEDU-Articulos-Jquintanal-0004The recent advances in information and communication technology have given rise to radical changes in how we interact and communicate in our social, educational, and working environments. However, the potential and opportunities offered by these technologies are not fully available across society due to huge differences in their use and uptake, that is, what has traditionally been called the digital divide. Current research indicates that this divide is intimately connected to economic inequalities and social exclusion. The digital divide manifests primarily for those groups where economic resources are scarcest, and among such groups we find the lowest rates of device ownership and personal internet connection. Secondary to this, and the focus of the majority of literature on the subject, the digital divide further aggravates existing socioeconomic differences and even generates new forms of social exclusion. Taking a positive point of view, this situation does also imply that eliminating the digital divide could help alleviate social exclusion. Nevertheless, for social and educational intervention programmes to have any real effect on social exclusion, we need to have a more indepth understanding of processes and variables that cause it at an individual level. In this way we could design interventions tailored to the personal interests, needs, limitations, and potential of every individual and that would prioritise particularly disadvantaged groups, which, according to this study include older people, the less well educated, those with health problems, and the unemployed.0402<a class="citation_author_name" title="Navegar por nombre de Autor de López Aguado, Mercedes" href="/fez/list/author/López Aguado, Mercedes/">López Aguado, Mercedes</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Gutiérrez Provecho, Lourdes" href="/fez/list/author/Gutiérrez Provecho, Lourdes/">Gutiérrez Provecho, Lourdes</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Quintanal Díaz, José" href="/fez/list/author/Quintanal Díaz, José/">Quintanal Díaz, José</a> y <a class="citation_author_name" title="Navegar por nombre de Autor de García Llamas, José Luis" href="/fez/list/author/García Llamas, José Luis/">García Llamas, José Luis</a> . (<span class="citation_date">2022</span>) <a class="citation_title" title="Click para ver : Social exclusion and the digital divide" href="/fez/view/bibliuned:DptoMIDEI-FEDU-Articulos-Jquintanal-0004">Social exclusion and the digital divide</a>. RecordArtículo de revistaPublishedEducaciónLa versión registrada de este artículo, publicado por primera vez en Journal of E-Learning and Knowledge Society, está disponible en línea en el sitio web del editor: https://doi.org/10.20368/1971-8829/1135660Italian e-Learning AssociationLópez Aguado, MercedesGutiérrez Provecho, LourdesQuintanal Díaz, JoséGarcía Llamas, José LuisJournal of E-Learning and Knowledge Societybibliuned:DptoMIDEI-FEDU-Articulos-Jquintanal-0004http://e-spacio.uned.es/fez/view/bibliuned:DptoMIDEI-FEDU-Articulos-Jquintanal-00047482318engQuintanal_Diaz_Jose_Social_Exclusion.pdfpresmd_Quintanal_Diaz_Jose_Social_Exclusion.xml1826-6223 - eISSN 1971-8829bibliuned:DptoMIDEI-FEDU-Articulosbibliuned:Setarticulobibliuned:SetopenaireDepartamento MIDE I (UNED). ArtículosSet de artículoSet de openaireLópez AguadoAcceso abiertohttps://doi.org/10.20368/1971-8829/11356600.597245934172015-02-02T00:00:00Z20542015-02-16T20:17:16Z2015-02-18T05:23:19ZDetectores de caídas para teléfonos inteligentes basados en algoritmos de detección de novedadtesisuned:IngInd-CtmedranoFalls are an important public health problem, leading to severe physical and psychological consequences among the elderly and economic consequences for health systems. A prompt detection of falls could alleviate these problems. Despite the large number of scientific studies, this kind of detectors has not become popular and a reliable and robust detector, usable by the elderly and at an affordable price, would be welcome. Computer Vision-based systems are restricted to a given environment and the variety of published algorithms indicates that the ultimate solution has not been found yet. Wearable sensors can be used at any place and time, but they are not comfortable and the user can forget to wear them. However, if the sensors were integrated in a smartphone, these drawbacks will disappear to a great extent. In this thesis, we propose to use novelty detection algorithms in mid-range smartphones. Smartphones are becoming very popular. Even though they are not adapted for older people, a suitable design could help to overcome this barrier. Besides, it is clear that the elderly in the future will get used to utilising them. Mid-range devices include accelerometers and communication functions at a reasonable price. On the other hand, several algorithms has been tested to detect falls from accelerometer data, either simple thresholds or more complex Machine Learning techniques. Novelty detection techniques model the normal behaviour (movement), so that a fall could be detected as an anomaly. This is interesting for several reasons. While real fall data are scarce, it is easy to record true data of activities of daily living (ADL), as much as needed. In addition, whenever a new user carries the phone, it can record new data and re-train the system. In this way the detector can adapt to conditions different from those of the first training phase, like the kind of movements or the place where the phone is worn. To carry on our study, we have registered a data set with ten volunteers, who simulated falls and carried the phone in their daily life for several days. The data set is publicly available, being one of the few that can be found for fall detection, and improving the others in terms of number of records. An off-line analysis has been made with our data set. We have compared some of the state-of-the-art novelty detection algorithms. We have selected the nearest neighbour (NN) as the most suitable. Then, we have compared it with a traditional classifier, a Support Vector Machine (SVM). SVM outperforms NN in a standar cross-validation, in a cross-validation by fall type or if the system operates at a different sampling frequency. Nevertheless, if the phone is worn in a different place (pocket - hand bag) or if it is personalized, NN reaches or even exceeds SVM in performance. Additional conditions regarding the inactivity or the orientation change after the fall can improve the results. We have estimated the number of false positives per week in a set of ADL of older people. We have found a reasonable number for some of them, but the system has still to ameliorate for others. A mobile application has been developed as a proof-ofconcept, checking its correct operation. Our future lines of work will be splitted in two sides. Firstly, from a more technical point of view, we would like to improve NN algorithms by smoothing the decision boundary. Secondly, we think that it would be highly desirable to record data from older people all over the time line for several days, without gaps, unlike our first data set, in order to take into account all the phases of a potential fall.0Doctoral Thesis7762<a class="citation_author_name" title="Browse by Author Name for Medrano Sánchez,Carlos Tomás" href="/fez/list/author/Medrano Sánchez,Carlos Tomás/">Medrano Sánchez,Carlos Tomás</a>. <b><i><a class="citation_title" title="Click para ver : Detectores de caídas para teléfonos inteligentes basados en algoritmos de detección de novedad" href="/fez/view/tesisuned:IngInd-Ctmedrano">Detectores de caídas para teléfonos inteligentes basados en algoritmos de detección de novedad</a></i></b> . <span class="citation_date">2015</span>. <span class="citation_publisher">Universidad Nacional de Educación a Distancia (España). Escuela Técnica Superior de Ingenieros Industriales. Departamento de Ingeniería Eléctrica, Electrónica y Control</span>RecordDoctoral ThesisPublishedIngeniería IndustrialUniversidad Nacional de Educación a Distancia (España). Escuela Técnica Superior de Ingenieros Industriales. Departamento de Ingeniería Eléctrica, Electrónica y ControlMedrano Sánchez,Carlos TomásCastro Gil, Manuel Alonso (Director de Tesis)Plaza García, Inmaculada1tesisuned:IngInd-Ctmedranohttp://e-spacio.uned.es/fez/view/tesisuned:IngInd-CtmedranospaMEDRANO_SANCHEZ_Carlos_Tomas_Tesis.pdfbackwardsFallTitle.mpgfaintingFallTitle.mpgforwardFallsTitle.mpglearningJumpingTitle.mpglearningSpinningTitle.mpgobstacleFallTitle.mpgpresmd_MEDRANO_SANCHEZ_Carlos_Tomas_Tesis.xmlpresmd_backwardsFallTitle.xmlpresmd_faintingFallTitle.xmlpresmd_forwardFallsTitle.xmlpresmd_learningJumpingTitle.xmlpresmd_learningSpinningTitle.xmlpresmd_obstacleFallTitle.xmlpresmd_publicaciones.xmlpresmd_sittingTitle.xmlpublicaciones.zipsittingTitle.mpgstream_backwardsFallTitle.flvstream_faintingFallTitle.flvstream_forwardFallsTitle.flvstream_learningJumpingTitle.flvstream_learningSpinningTitle.flvstream_obstacleFallTitle.flvstream_sittingTitle.flvthumbnail_backwardsFallTitle.jpgthumbnail_faintingFallTitle.jpgthumbnail_forwardFallsTitle.jpgthumbnail_learningJumpingTitle.jpgthumbnail_learningSpinningTitle.jpgthumbnail_obstacleFallTitle.jpgthumbnail_sittingTitle.jpgbibliuned:Setthesistesisuned:IngIndbibliuned:SetopenaireSet de Tesis Doctorales de la UNEDTesis de la Facultad E.T.S. Ingenieros Industriales (UNED)Set de openairehttps://creativecommons.org/licenses/by-nc-nd/4.0/Licencia de acceso Creative CommonsMedrano SánchezAcceso abierto0.513167666523228686